GRE Scores in Higher Education

Naronda Wright
Bridgeman, B., Cline, F., & Hessinger, J. (2004). Effect of extra time on verbal and quantitative
GRE scores. Applied Measurement In Education, 17(1), 25-37.
The purpose of this article was to explore whether extra time on the verbal and
quantitative sections of the GRE played any factor in the scores of the individuals taking the test.
The researcher solicited participants who were already taking the test and volunteered to take an
extra section at the end of the scheduled testing session. As a resource to gain participants the
researchers utilized a monetary incentive to those who participated and also if they scored well
on the experimental section. The scores from the participants standard timed tests were
compared to the experimental sections. The results indicated the extra time given to the
participants increased the verbal scores and quantitative scores by 7 points. The researchers
concluded that some test takers can benefit from extended time when taking the GRE.

Brihl, D. S. & Wasieleski, D.T. (2007). The GRE analytical writing test: description and
utilization. Teaching of Psychology, 34 (3), 191-193.
This article addressed the description and utilization of the GRE analytical writing test
and how it is used in the admissions process in graduate programs. The researchers indicated that
during their research only 35% of graduate programs used the analytical writing scores in the
admission policy. They stated the purpose of the analytical writing section was to see the abilities
of the test takers to articulate complex ideas, both clearly and effectively. The researchers utilized
a 9 question survey that was provided to 495 psychology graduate programs listed in the
American Psychology Associations Graduate Study in Psychology. Results of the surveys came
from 142 or the original 495 distributed. The results from those returned indicated that only 35%
of the schools used the analytical writing in their admission policy in some way and were mostly
PhD and EdS programs and very few programs had cutoff scores for this section of the GRE.
Hocking, J. A., & Piepenbrock, K. (2010). Predictive ability of the graduate record examination
and its usage across physician assistant programs. Journal of Physician Assistant
Education, 21(4), 18-22.

The purpose of this article was to determine the predictive ability of the GRE and the
usage of it across physician assistant (PA) programs. The researchers obtained participants for
the project by utilizing the Accreditation Review Commission on Education for the Physician
Assistant and used institutions that offered masters degrees. The researchers visited the websites
of all the participating institutions to determine whether they required the GRE and if so what the
minimum scores were. These requirements were compared to the Educational Testing Services
(ETS) guide to the use of scores to determine their recommendation for using test scores. Of the
institutions used in the research only 70 apply scores in accordance with ETS recommendations.
The researchers felt that it would be valuable for the programs in PA institutions to determine
how the test scores relates to the requirements and curriculum of each program and further
research on the topic would be valuable.
Luce, D. (2011). Screening applicants for risk of poor academic performance: A novel
scoring system using preadmission grade point averages and Graduate Record
Examination scores. Journal of Physician Assistant Education, 22(3), 15-22.

The purpose of this article is to address the screening of applicants to determine which
may have the highest potential for poor academic performance using a screening tool. A
retrospective analysis was conducted of 228 students who matriculated over a three year period
to create the screening tool. The tool included the undergraduate grade point average (UGPA),
science GPA, and the three sections of the GRE. All were ranked in a descending order that
yielded scores ranging from 25 to 5, highest to lowest performance level. The results of the
research showed that of the 228 students, there was a total of 13 that had academic difficulty. The
analysis prompted the admissions committee to implement the screening tool for admission in
2009. The conclusion of the researchers was that the utilization of the tool in the admissions
process may decrease the number of students entering the PA program with a high risk of poor
academic performance.
Newton, S. E., & Moore, G. (2007). Undergraduate grade point average and Graduate Record
Examination scores: The experience of one graduate nursing program. Nursing
Education Perspectives, 28(6), 327-331.
In this article the researcher examines the nursing program at their institution to
determine the predictability of success in the graduate program. Applicants are reviewed with
their undergraduate grade point average (UGPA) and the Graduate Record Examination (GRE).
The program feels that the UGPA may be a better indicator of success and are trying to
determine if both the UGPA and GRE are both needed as a part of the admission decisions made.
The researcher used a retrospective correlational design to examine the effects of the UGPA and

all three sections of the GRE of 120 currently enrolled students that had already taken the GRE.
The analysis indicated that the UGPA predicted the GRE scores. In conclusion the results
validated the use of a minimum UGPA is sufficient in the admission decision of students being
admitted to the nursing program.
Oldfield, K., & Hutchinson, J. (1996). Using Graduate Record Examination scores and partial
graduate grade point averages to predict academic performance in selected classes at an
urban master of public administration program. College Student Journal 30(4), 519-524.
The purpose of this article was to address whether the GRE scores were valuable in
predicting grades of 62 students in the masters program. The analysis of the three GRE sections
predicted how well the participants would do in two courses in the program. Results of the study
indicated that there is little correlation predicting the grades in the courses, of the participants,
and the GRE scores. Researchers concluded that there is a great need for more research on this
topic.
Resig, M. D., & DeJong, C. (2005). Using GRE scores and prior GPA to predict academic
performance among criminal justice graduate students. Journal of Criminal Justice
Education, 16(1), 37-59. doi: 10:1080/1051125042000333451
The purpose of this article was determining if GRE scores and prior grade point averages
were valid predictions of academic performance and to develop and evaluate a composite
measure that can be used in the admissions review process. The researchers selected two sample
groups of criminal justice students as participants in this research. One group totaled 206 former
students and the second group totaled 72. The results of the study showed that GRE scores and
PGPA have different effects on students performance. Multiple factors caused differences in
the results of the research. The conclusion was that the scores and grade point average may
provide accurate depictions of student potential but does not provide a complete picture.
Sharpless, B. A., & Barber, J.P. (2013). Predictors of program performance on the Examination
for Professional Practice in Psychology. Professional Psychology: Research and
Practice 44 (4), 208-217. doi: 10.1037/a0031689
This research was conducted to determine the predictors of program performance on the
Examination for Professional Practice in Psychology (EPPP). To assess the predictors
researchers hypothesized that factors contributing to performance on the examination were
program prestige, program selectivity and factors predating graduate training including GRE
scores. The researchers set five goals for the study that included factors that were used in the
admission process to the psychology program. The results were as originally thought, each case

of the EPPP scores were associated with program prestige, traditional research institution
characteristics, and competitiveness of applicants (ie., higher GPA and GRE scores). The three
predictors that were most consistent across the regressions were GRE total scores, internship
match rates and percentage of ethnic minority students.
Stricker, Lawrence J. (2004). The performance of native speakers of English and ESL speakers
on the computer-based TOEFL and GRE general test. Language Testing, 21(2), 146-173
In this study the purpose was to duplicate research previously conducted on the validity
of the paper-based TOEFL and extend it to the computer-based TOEFL. The study was
comprised of two groups of GRE test takers, one that was native English speakers and the other
group was ESL speakers whom had recently taken the computer-based TOEFL. Results of the
study showed the English speaking test takers scores were consistently highest. Also, most
quantitative and analytical scores were higher, even among test-takers that scores low on the
TOEFL.
Symons, D. K. (1999). GRE predictive validity in a Masters program in clinical psychology.
Canadian Psychology/Psychologie canadienne,40 (1), 71-73. doi: 10.1037/h0086827
The researcher used this study to report current predictive validity data in the masters
program at Acadia University. The focus was on programs that had students that either proceed
in graduate studies or went out into the job market seeking employment. The researcher used 37
students who had completed the 2-year residency requirement of the program. After conducting
the study the researcher felt that how the GRE scores are used in conjunction with other
predictors is very important. In conclusion the research showed that GRE scores were very
predictive of a range of outcome variables.